A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension

Abstract

This research introduced mobile devices into an intensive reading course and allowed functions that are usually found only in the language laboratory to be easily and flexibly utilized in the general classroom. To enhance and improve the reading comprehension of English as a foreign language (EFL) readers, a computer-assistedlanguage-learning (CALL) system for use on PDAs, integrating an instant translation mode, an instant translation annotation mode, and an instant multiusers shared translation annotation function was developed to support a synchronously intensive reading course in the normal classroom. Experiments were conducted to analyze the usage of the system, including the attitude and satisfaction of users. Moreover, the study determined the optimum number of users in each group for the system to work most efficiently, and for students to improve their reading comprehension. Experimental results indicated that those students who were grouped into twos, threes, and fours had significantly higher levels of comprehension than individual students, but those grouped into fives did not. Overall, on average around 70% of the students agreed that the system was useful, 75% of the students agreed that the system was easy to use, and 66% of the students perceived satisfaction with the system. The user intentions were also further analyzed in light of a path analysis method.

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

“…Concerning other variables of TAM, previous studies have suggested that PEU may significantly influence PU [43]; however, Saadé and Bahli [44] as well as Sá nchez and Hueros [6] did not find support for such a claim. Thus, the present research proposes further hypotheses on the effect of PEU on PU, and both of these on attitudes towards CALL, formulated as follows:…”

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

“…In terms of the remaining variables of TAM, some studies postulate that PEU may significantly influence PU [19], whereas the results of other studies do not support such a claim [20], [21]. Therefore, it is noteworthy to extend our current understanding on the association of these two variables, particularly in the context of using M-Learning in hospitality courses.…”

Mobile-assisted ESP learning in technical education

“…Students´ feedback was expressed on the six-level scale from 1 -completely agree to 6 -completely disagree. In other words, this evaluation questionnaire focused on the field how the mobile technology was viewed by individual users within the MALL process (Chang, Hsu, 2011;Cheng et al, 2010). For the future research activities the main objective will be to learn in what ways the use of mobile devices facilitates the acquisition and development of linguistic knowledge and language skills.…”